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Three Approaches To Observation
Jack C. Richards
Observation of experienced teachers has always played an important role in teacher education. Traditional views of observation argue that through observing how teachers conduct their lessons, solve problems of classroom management, and interact with students, novice teachers can develop a repertoire of strategies and techniques which they can apply in their own teaching. However the significance of what is observed depends on the theory of teaching the teacher holds. In using classroom observation in language teacher education programs it is therefore necessary to go beyond a focus on techniques and strategies experienced teachers employ and to use observation as a way of collecting information that can be used to develop a deeper understanding of how and why teachers teach the way they do. In this paper, observation will be examined in terms of how it can assist both co-operating teachers (those who are observed) and novice teachers develop a reflective approach to teaching.
Observation of other teachers
The most frequent use of observation involves teachers in training sitting in on the classes of experienced teachers. Guidelines such as the following are recommended to assist in this process: (a) Observation should have a focus; (b) observers should use specific procedures; and (c) the observer should remain an observer.
An additional way of improving the value of classroom observation is to establish a non-evaluative role for observers through giving them tasks to complete which involve collecting information rather than evaluating performance, and having the co-operating teacher determine what these tasks are. Tasks m
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